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A mobile blogger can directly edit blog articles on kinds of mobile devices at any place where has wireless signals. Furthermore, if the W/H devices support the Multimedia Messaging Service (MMS), mobile bloggers can also post multimedia files such as images, video, or audio files to their blogs. It should be noted that if mobile bloggers want to post blog articles with multimedia files, they must use MMS to send the edited messages to a special number that is assigned from an Internet Service Provider (ISP) and connected to an Integrated Messaging Service Platform (IMSP) server which deals with message services such as Short Message Service (SMS) and MMS. This particular server is often managed by an ISP. In order to retrieve the messages from an IMSP server, we developed an application called IMSP Decoder which is able to decode messages composed of text, images, and 3GP files, as shown in Figure 5. After pressing the button “Import IMSP”, the decoder executes and then gets messages from the IMSP server continuously. The content of the messages are shown in the decoder, including the date, source, ID, original text, image, and 3gp files. Meanwhile, when our system receives a message, it is recorded in a log file so that the further analysis would be dealt with. After the IMSP Decoder decodes the messages, related information will be stockpiled in the blog server and then the blog articles will be published automatically. Figure 6 shows the process of publishing blog articles using personal mobile devices. Figure 5. IMSP decoder with test data Figure 6. The process of publishing a blog article 169
Mobile RSS Aggregator In order to subscribe an RSS feed into a personal blog, we developed an RSS aggregator. It extracts several key tags included in an RSS feed file, such as channel, title, link, description, etc. Figure 7 shows two RSS feed examples from five feeds: Linked Lists and Tree. The devised RSS aggregator can link to our blog server where stockpiles all managed RSS feeds and blog articles posted. Because of this, the content of blog server is constantly being updated and is always current. An example of aggregated blog RSS titles and item content are given in Figure 8 and Figure 9 respectively. Mobile bloggers could view blog articles under a specific topic. In this case, the “Linked Lists” topic is selected and five blog articles also called items are included under this topic. Figure 8. Choosing an article from the RSS Aggregator Figure 7. Two examples of an RSS feed Figure 9. The content of a chosen article in the RSS Aggregator 170
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April 2009 Volume 12 Number 2
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Abstracting and Indexing Educationa
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Engaging students in multimedia-med
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this study discusses computer-based
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Sampling for preliminary study One
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Part 2 Pearson correlation .349** 1
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Figure 1. Box and whisker plot of t
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characteristics and learning styles
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However, critical reflection and in
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novels, so they collected any relat
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1. Theories of teaching: Comments m
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grammatical errors and basic writin
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Ho, B., & Richards, J. C. (1993). R
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Hwang, K.-A., & Yang, C.-H. (2009).
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e deduced from the Affective Domain
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Detection procedure Figure 1 shows
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avoided. Image processing is perfor
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falling asleep) as defined in this
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classmates or left their seats duri
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help teachers to recognize the lear
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Hsieh, P.-H., & Dwyer, F. (2009). T
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significant comprehension effects o
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Treatment 3 (keyword group): Studen
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Criteria of achievement measures Th
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esults. A correlational analysis de
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A 2 x 1 ANOVA analyzed the effect o
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References Aragon, S. R. (2004). In
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Raphael, T. (1982). Improving quest
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educing maintenance costs. The cont
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Synchronization functions According
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inconsistency) and navigate directl
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the suitability of the instructiona
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Design of manipulation process The
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Table 1: Comparative analysis of au
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the convenience of mobile-based ass
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According to evaluation result, the
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Tan, O. S., Parsons, R. D., Hinson,
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At a deeper level, though, there wa
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theoretical assumptions. Two theore
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The students were not going to have
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slightly different. The group who c
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every item, not giving any result.
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edited and presented to the class u
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Figure 10. Screen captures from the
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Some of the concerns that emerge fr
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Ajayi, L. (2009). An Exploration of
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As a result of the confluence of di
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peers (Schellens et al. 2005). Sche
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The integration of discussion board
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ecause the technology allowed the p
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The pre-service teachers perceived
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Furthermore, the study demonstrated
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Schellens, T., van Keer, H., & Valc
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McKean, 2003). Instructors will see
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program at The Ohio State Universit
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Knowledge and skills of developing
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their monthly reflections or assign
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Bull, K., Montgomery, D., Overton,
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frustrating the student). ITSs make
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• Link removal - advanced student
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Expert Module Expert Module’s mai
Page 123 and 124: Based on the questionnaire results
Page 125 and 126: students were told that their perfo
Page 127 and 128: thirds of the interviewed students
Page 129 and 130: Throughout the semester, students i
Page 131 and 132: human teacher or question developer
Page 133 and 134: To test the learning effectiveness
Page 135 and 136: APPENDIX A Computer Science and Sof
Page 137 and 138: Thus, the use of computers changes
Page 139 and 140: Specifically, two objectives were p
Page 141 and 142: Nonetheless, both teachers assign a
Page 143 and 144: 48% 35% 53% similar similar 69% 42%
Page 145 and 146: Table 4: Students’ attitudes Stat
Page 147 and 148: activities. Specifically, the histo
Page 149 and 150: Huang, Y.-M., Huang, T.-C., Wang, K
Page 151 and 152: • Could recommended learning sequ
Page 153 and 154: Analysis of sequences prediction me
Page 155 and 156: Figure 4. The sorting of learning s
Page 157 and 158: The figures 5a and 5b illustrate th
Page 159 and 160: Learning sequence recommendation sy
Page 161 and 162: In this study, forty subjects were
Page 163 and 164: The potential for LSRS to promote l
Page 165 and 166: They pointed out that LSRS helped t
Page 167 and 168: Cover, T. M., & Thomas, J. A. (1991
Page 169 and 170: Related Efforts An Internet forum i
Page 171 and 172: with handheld devices and they were
Page 173: agent would direct learners to a le
Page 177 and 178: learning, such as posting question
Page 179 and 180: With novel technological support, m
Page 181 and 182: Shen, L., Wang, M., & Shen, R. (200
Page 183 and 184: as an ‘affective loop’, which r
Page 185 and 186: Figure 2 is an example of two-dimen
Page 187 and 188: preference was gathered through dat
Page 189 and 190: compute the heart rate (HR) as a fu
Page 191 and 192: sessions. Of all the 18 learning se
Page 193 and 194: Burleson, W., Picard, R. W., Perlin
Page 195 and 196: Wu, C.-C., & Lai, C.Y. (2009). Wire
Page 197 and 198: The wireless handheld learning envi
Page 199 and 200: the lengthiness of the scales, whic
Page 201 and 202: Nursing dictionary We constructed a
Page 203 and 204: them. The computers were networked
Page 205 and 206: “The major difference was that I
Page 207 and 208: questionnaire. We do not consider t
Page 209 and 210: Faruque, F., Hewlett, P. O., Wyatt,
Page 211 and 212: etween a user and the system. Addit
Page 213 and 214: Figure 2. A concept map representin
Page 215 and 216: C5.0 can help teachers to generate
Page 217 and 218: that a selected programming exercis
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Page 221 and 222: 1(students can complete without any
Page 223 and 224: The PADS sometimes assigned very di
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Corno, L. (2000). Looking at Homewo
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Hwang, W.-Y., Hsu, J.-L., Tretiakov
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listed these functions as allowing
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In the research presented in this a
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Research Tools Web-based learning e
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Table 1. Operational definitions of
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action, interaction, and outeractio
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for them was getting the answer as
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Table 6 shows the learners’ prefe
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Bell, P., & Winn, W. (2000). Distri
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Askar, P., & Altun, A. (2009). CogS
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elations, interactions and activiti
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Figure 3. A comparison of knowledge
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ontology will easily be extensible
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Figure 7. Visual Representation of
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Step 5: Use Boolean to combine the
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2) CogSkillNet provides classroom i
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Neo, M., & Neo, T.-K. (2009). Engag
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• Conversation and collaboration
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IMAGE 2 2. Problem identification I
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Methodology At the end of the proje
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presentation skills (m = 3.72), and
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6. Can’t be denying that, sometim
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Lambert, N. M., & McCombs, B. J. (1
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not detected in a previous study, t
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et al. (2001) studied the learning
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all the students. At the midpoint o
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The observed pairs were aware of be
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Table 2 shows the results from a mo
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Table 5: The distribution of time (
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As discussed in the section on prev
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McDowell, C., Werner, L., Bullock,
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Comprehension monitoring is the awa
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or roles in a context, such as “I
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Correlation coefficient was also co
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(a) Text 1 (b) Text 2 (c) Text 3 (d
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Table 3 shows that the average read
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Figure 10. Trace results of the les
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monitor their reading process and h
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Conn, S. R., Roberts, R. L., & Powe
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The technology-mediated groups, wit
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hybrid model of supervision was pos
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Our research indicates that the hyb
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Janoff, D. S., & Schoenholtz-Read,
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goal of using storyboards. But, thi
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In general, learning activities nee
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Furthermore, free subjects, such as
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Storyboarding Roots and related wor
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Referees, on the other hand, may wa
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Symbols Interpretation Defines a un
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Figure 4. Top-level storyboard for
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may take subjects such as practical
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network security information envir
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The concrete procedure and interact
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(e.g., for graduation) using such i
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Thus, academic education modeling b
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Feyer, T., Kao, O., Schewe, K.-D.,
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Richards, G. (2009). Book review: T
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expands the child’s proximal envi
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Chapter 6 exemplifies the activitie
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